Resilience and Reading Proficiency of Head Start Graduates in Inner-City Schools.

This study examined the relationship of home and family, school behavior, peer relations, and self-concept with reading achievement among Head Start graduates. Participating in the study were 43 girls and 37 boys ranging in age from 8 to 17 at the time of the study. Two groups were selected. The first group, identified as resilient, had average reading achievement scores on the Iowa Test of Basic Skills (ITBS) above the 75th percentile throughout their schooling. The second group had average ITBS reading achievement scores between the 25th and 50th percentiles. The ethnic breakdown of the participants was as follows: 40 Latinos, 10 European Americans, 26 African Americans, and 4 Native Americans. Data on home and family, school behavior, peer relationships, and self-concept were collected from interviews with the student and his or her caretaker and ratings completed by participant-nominated teachers. Findings indicated that reading proficiency was positively and significantly correlated with the following: generous psychological autonomy granting by parents as judged by parents and children; behaviors demonstrating harmonious relationships with peers and teachers, scholastic motivation, and emotional stability (as rated by teachers); and behavioral, global, and scholastic self-concept. Reading proficiency was negatively and significantly correlated with peers' classroom activities, homework engagement, and cooperation with classroom rules. There were no significant relations between reading achievement and classroom activities, homework engagement, cooperation, or antisocial behavior as rated by the target child and teachers combined. Both mother's and child's verbal ability were positively correlated with reading proficiency and grade point average. (Contains 12 references.) (KB)